Maher, C. A., & Barbrack, C. R.. (1980). A Framework for Comprehensive Evaluation of the Individualized Education Program (IEP). Learning Disability Quarterly, 3(3), 49–55. http://doi.org.uri.idm.oclc.org/10.2307/1510631
The evaluation process for students Individualized Education Programs (IEP) occurs in various steps. First the educators need to ask specific questions for each case that determine if the IEP is appropriate to the student and is it possible to evaluate the current IEP. There are two main ways to evaluate an IEP. The first is retrospective monitoring. “Retrospective monitoring is defined as the process of obtaining relevant information from IEP implementers (e.g., teachers, psychologists) about the way in which the IEP presently is operating. The information obtained from this method is subject to some bias since the evaluator must rely on the implementers' memories of program activities” (Maher and Barback 52). The second is naturalistic monitoring. “Naturalistic monitoring is defined as the process of obtaining relevant information about implementation of the IEP by direct (i.e., naturalistic) observation of IEP activities such as mathematics, reading, and counseling activities. In naturalistic monitoring, the evaluator may employ checklists or rating scales in order to obtain information on the nature and scope of the activities being provided in relation to the kinds of activities specified in the IEP” (Maher and Barback 52). This process of evaluation allows the implementers to understand which parts of the IEP are functioning with a purpose and which are not needed or in need of revision. This process is used by decision makers throughout the country to determine how to improve specific IEP.
In terms of Special Education, IEPs are possible the most important aspect. Since students in the program are all different with different needs it is crucial to not group them together and implement a “one-size-fits-all” program that doesn’t address or overcome the individual problems of each student. The process which is used to evaluate these students is effective on paper. Clearly it is addressing the needs of every student which the program affects.
A first look at the profile of demographics in special education would suggest that the program is racist in nature. 20% of special education students are Black which is a higher percentage than what would be expected. What is really the cause for this is the factors that affect minority children that are raised in disadvantaged neighborhoods. These children are more likely to be exposed to gestational, environmental and economic risk factors that often lead to disabilities.
Special Education is a topic riddled with controversy, with much of the program shrouded in mystery. It’s easy to point out discrepancies without knowing exactly how the program works. This is why it is important to educate every teacher as well as the public on what affects the students with disabilities as well as how these disabilities are evaluated and identified. In terms of IEPs, the race of a student should be left out of the discussion on how to teach them. The program should be as unbiased as any other while it looks at the needs of the individual rather than any stereotypes that might be derived.
Children given IEPs are often separated from the general public and forced to learn in a room filled with only other students in Special Education and Special Education Teachers. This causes an unhealthy environment for these students and inhibits their learning experience. Very bluntly, this is segregation. Students are being forced to learn away from the rest of the students. While this seems like a good idea, because it gives the students with disabilities a place to learn in their own specialized ways, as well as allowing the “normal” students an environment void of the distractions that come with an integrated classroom. The truth is, this way of thinking takes away more than it helps. Students with disabilities are able to adapt to the classroom with the other students. Also these IEPs should be utilized for this exact reason, to integrate these students into a traditional classroom. While it is important for the students with learning and behavioral disabilities to learn along with the other students, it is also important to make sure everyone’s needs are met. If a student is inhibiting the learning of others it may be more beneficial for both parties to isolate the student who is being disruptive. These students may also be overcome by their senses due to the nature of the classroom. In which case the student would learn better in a more quiet isolated environment.
CQ Researcher: Special Education. (n.d.). Retrieved December 2, 2015, from ://library.cqpress.com/cqresearcher/getpdf.php?id=cqresrre2000111000
When it comes to the cost of these programs, schools are horribly underfunded. States are on average appropriated less than ½ the total cost of the programs. With 5.7 million students in these programs and 54% of them not learning in a regular classroom, students are being shortchanged in mass amounts. While many of these students truly suffer from lack of funding a very small percentage has been wrongly diagnosed in order to have access to the perks of the disabled. The percentage of students taking advantage of these programs were white, male and wealthy. This has caused a huge dilemma on how to assess these students.There is also a question on how to discipline these children. Under the IDEA, there is a specific process on how to deal with students in these programs that makes it more difficult to remove the student from class. This was implemented because schools would exploit the children who were difficult in class as a way to isolate or even expel these students.
The IDEA was enforced to allow students with disabilities to have access to the same quality education as the rest of their classmates. While at its core its purpose is pure, it has some unsavory consequences. There needs to be a plan that addresses the need of the many while keeping this program based on a case by case manner. Society should not lump these students into a group and determine what is best for them based on a label given to them. It is important to look at each student as an individual and not as a problem in need of solving.
In order to improve an IEP, the student needs to voice his/her own opinions when documenting and revisiting the plan. This website outlines the seven different ways to do so: practice “I” statements, offer choices, ask for help, self disclosure, person-centered planning, practice self reflection, and keep trying. These steps involve the student letting the instructor know in what environment they are most comfortable learning in, and how this can be achieved. The student must understand his/her own life and be able to communicate how this should affect the learning plan for them.
IEPs are often seen as a way to control a student with disabilities. It's a plan that is made by a person in power to be implemented so a student with special needs has their needs met and can learn as much as possible. The only problem with this idea of IEPs is it does not take into account how the students feel about their plan. It is often assumed that they do not have the capabilities to understand what is best for them, but normally, input by the student can lead to a much more effective IEP.
Overall Reaction to Your Research
The most important point about IEP is to treat each student as an individual, hence the "I" in the acronym. Special Education lacks in how they treat the students in its program. Students are not listened to enough and are even separated from the regular classrooms in order to keep them under control.
How does this research help us identify or refine a strategy to improve schools in Rhode Island?
Schools in Rhode Island are attempting to make special education more individualized. Plans have been put into place to hire more special education teachers, allow more flexibility in each program, and help students work on their own plan.
Maher, C. A., & Barbrack, C. R.. (1980). A Framework for Comprehensive Evaluation of the Individualized Education Program (IEP). Learning Disability Quarterly, 3(3), 49–55. http://doi.org.uri.idm.oclc.org/10.2307/1510631
The evaluation process for students Individualized Education Programs (IEP) occurs in various steps. First the educators need to ask specific questions for each case that determine if the IEP is appropriate to the student and is it possible to evaluate the current IEP. There are two main ways to evaluate an IEP. The first is retrospective monitoring. “Retrospective monitoring is defined as the process of obtaining relevant information from IEP implementers (e.g., teachers, psychologists) about the way in which the IEP presently is operating. The information obtained from this method is subject to some bias since the evaluator must rely on the implementers' memories of program activities” (Maher and Barback 52). The second is naturalistic monitoring. “Naturalistic monitoring is defined as the process of obtaining relevant information about implementation of the IEP by direct (i.e., naturalistic) observation of IEP activities such as mathematics, reading, and counseling activities. In naturalistic monitoring, the evaluator may employ checklists or rating scales in order to obtain information on the nature and scope of the activities being provided in relation to the kinds of activities specified in the IEP” (Maher and Barback 52). This process of evaluation allows the implementers to understand which parts of the IEP are functioning with a purpose and which are not needed or in need of revision. This process is used by decision makers throughout the country to determine how to improve specific IEP.
In terms of Special Education, IEPs are possible the most important aspect. Since students in the program are all different with different needs it is crucial to not group them together and implement a “one-size-fits-all” program that doesn’t address or overcome the individual problems of each student. The process which is used to evaluate these students is effective on paper. Clearly it is addressing the needs of every student which the program affects.
Morgan, P., & Farkas, G. (2015, June 23). Is Special Education Racist? Retrieved December 2, 2015, from http://www.nytimes.com/2015/06/24/opinion/is-special-education-racist.html?_r=0
A first look at the profile of demographics in special education would suggest that the program is racist in nature. 20% of special education students are Black which is a higher percentage than what would be expected. What is really the cause for this is the factors that affect minority children that are raised in disadvantaged neighborhoods. These children are more likely to be exposed to gestational, environmental and economic risk factors that often lead to disabilities.
Special Education is a topic riddled with controversy, with much of the program shrouded in mystery. It’s easy to point out discrepancies without knowing exactly how the program works. This is why it is important to educate every teacher as well as the public on what affects the students with disabilities as well as how these disabilities are evaluated and identified. In terms of IEPs, the race of a student should be left out of the discussion on how to teach them. The program should be as unbiased as any other while it looks at the needs of the individual rather than any stereotypes that might be derived.
Log, L. (n.d.). Don't Segregate My Special Needs Child. Retrieved December 2, 2015, from http://time.com/3257982/special-needs-children-education/
Children given IEPs are often separated from the general public and forced to learn in a room filled with only other students in Special Education and Special Education Teachers. This causes an unhealthy environment for these students and inhibits their learning experience. Very bluntly, this is segregation. Students are being forced to learn away from the rest of the students. While this seems like a good idea, because it gives the students with disabilities a place to learn in their own specialized ways, as well as allowing the “normal” students an environment void of the distractions that come with an integrated classroom. The truth is, this way of thinking takes away more than it helps. Students with disabilities are able to adapt to the classroom with the other students. Also these IEPs should be utilized for this exact reason, to integrate these students into a traditional classroom.
While it is important for the students with learning and behavioral disabilities to learn along with the other students, it is also important to make sure everyone’s needs are met. If a student is inhibiting the learning of others it may be more beneficial for both parties to isolate the student who is being disruptive. These students may also be overcome by their senses due to the nature of the classroom. In which case the student would learn better in a more quiet isolated environment.
CQ Researcher: Special Education. (n.d.). Retrieved December 2, 2015, from ://library.cqpress.com/cqresearcher/getpdf.php?id=cqresrre2000111000
When it comes to the cost of these programs, schools are horribly underfunded. States are on average appropriated less than ½ the total cost of the programs. With 5.7 million students in these programs and 54% of them not learning in a regular classroom, students are being shortchanged in mass amounts. While many of these students truly suffer from lack of funding a very small percentage has been wrongly diagnosed in order to have access to the perks of the disabled. The percentage of students taking advantage of these programs were white, male and wealthy. This has caused a huge dilemma on how to assess these students.There is also a question on how to discipline these children. Under the IDEA, there is a specific process on how to deal with students in these programs that makes it more difficult to remove the student from class. This was implemented because schools would exploit the children who were difficult in class as a way to isolate or even expel these students.
The IDEA was enforced to allow students with disabilities to have access to the same quality education as the rest of their classmates. While at its core its purpose is pure, it has some unsavory consequences. There needs to be a plan that addresses the need of the many while keeping this program based on a case by case manner. Society should not lump these students into a group and determine what is best for them based on a label given to them. It is important to look at each student as an individual and not as a problem in need of solving.
7 Ways To Bring Self-Advocacy To Your Next IEP. (n.d.). Retrieved December 2, 2015, from http://www.friendshipcircle.org/blog/2015/03/25/7-ways-to-bring-self-advocacy-to-your-next-iep/
In order to improve an IEP, the student needs to voice his/her own opinions when documenting and revisiting the plan. This website outlines the seven different ways to do so: practice “I” statements, offer choices, ask for help, self disclosure, person-centered planning, practice self reflection, and keep trying. These steps involve the student letting the instructor know in what environment they are most comfortable learning in, and how this can be achieved. The student must understand his/her own life and be able to communicate how this should affect the learning plan for them.
IEPs are often seen as a way to control a student with disabilities. It's a plan that is made by a person in power to be implemented so a student with special needs has their needs met and can learn as much as possible. The only problem with this idea of IEPs is it does not take into account how the students feel about their plan. It is often assumed that they do not have the capabilities to understand what is best for them, but normally, input by the student can lead to a much more effective IEP.
Overall Reaction to Your Research
The most important point about IEP is to treat each student as an individual, hence the "I" in the acronym. Special Education lacks in how they treat the students in its program. Students are not listened to enough and are even separated from the regular classrooms in order to keep them under control.
How does this research help us identify or refine a strategy to improve schools in Rhode Island?
Schools in Rhode Island are attempting to make special education more individualized. Plans have been put into place to hire more special education teachers, allow more flexibility in each program, and help students work on their own plan.